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三年级上学期的阅读教学,已对学生进行了认识自然段和理解意义段的训练。但是,由于学生的逻辑思维能力有限,加上分段本身是小学阶段阅读教学的难点,因此,到了三年级下学期,教师还不能轻易要求学生按时间、空间顺序,按事情发展顺序和内容叙述的不同独立分段,应根据儿童的认识规律,进行提示性分段训练。这样,学生才能逐步掌握分段的一般规律,避免“猜段”。怎样进行提示性分段训练呢?试以小学五年制第六册为例,谈几点具体做法。
The third grade last semester reading teaching, the students have been made to understand the natural segments and understand the meaning of paragraph training. However, due to the limited logical thinking ability of students and the subdivision itself is a difficult point in elementary school reading teaching, by the third grade, teachers can not easily ask students to classify them according to time, space, order of development and content Of the different independent segments, children should be based on the law of understanding, the prompt sub-training. In this way, students can gradually grasp the general rules of subdivision, to avoid “guess section.” How to carry out prompt sub-training? Try to five-year primary school sixth as an example, talk about a few specific practices.